Application Of Interactive Teaching Approach In Senior High School English Reading

Reading is something to do and to be enjoyed every day for a lifetime, which is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension) and whose process requires continuous practice, development, and refinement as well as creativity and critical analysis. Even though we are all familiar with reading, reading has not been given an explanation by far. In this paper, the author stands in a broad point to overview and discover what reading is, by drawing on much professional research, and by taking all the factors which may have a huge influence on reading into account. At the same time, based on dissective analysis of reading process, the paper makes an accurate comparison among three types of reading methods (bottom-up approach, top-down approach and interactive approach), and then gets a clear clue about what the roles of students and teachers played in English reading in high school. These elements are most crucial for us to have critical thinking about English teaching situation. As a result, the relevant theories which are widely discussed and discovered by researchers provide a broad window to activate teachers’function and motivate some research experience.In this paper, the author focuses on how to use interactive approaches to teach English reading in high school, and how to strengthen students’language competence by adjusting teachers’teaching model. It means that during the process of reading, students should pay attention to both decoding the meaning of the language and activating the systemic and schematic knowledge. At the meantime, students acquire language through active participation in the classroom and interaction with their teacher, and thus enhancing their skills including listening, reading, speaking, and writing. At last, questionnaires were combined with testing and interview in order to deeply understand how the interactive reading works.